Chris Herriage Chris Herriage

Unit 4.1 Doctors without Borders: Grammar, listening and reading
University Prep: Intermediate/Upper-intermediate level


In this lesson Ss will be introduced to the present perfect grammatical structure and compare its usage with the simple past. Ss will practice the target language through receptive skills such as listening and reading in the context of healthcare and healthcare workers in Africa.


Abc Vocabulary Handout
Abc Gist reading Handout
Abc Audio Track
Abc Warmer Images
Abc Listening/Reading Questions
Abc Grammar

Main Aims

  • To provide clarification and practice of the present perfect in the context of healthcare and healthcare workers in Africa

Subsidiary Aims

  • To provide gist and detailed listening/reading practice using a text about doctors, patients, and facilities in the context of doctors without borders in Africa.


Getting to know you (3-4 minutes) • To meet Ss and set a relaxed atmosphere

Have Ss stand in a circle (or at their desks). Hold up an imaginary ball. Throw the ball to a S and they say their name. After WC has a turn, the S with the ball says their name and another S name then throws the ball to that other S. After WC has a turn, return to desks and start the lesson

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Using the overhead, project images of the vocabulary in Ex 1 as well as places in Africa. Elicit the vocabulary terms from the WC

Pre-teaching vocab (4-5 minutes) • To clarify vocab that is essential for the listening/reading activities.

Put Ss into 4 groups of 5. Explain the activity. The HO contains three groups of words. Each group has a word that doesn't fit the category. Find the word that doesn't fit and explain why you chose it. Get FB from WC and clarify problem areas.

Pre-reading/listening (2-3 minutes) • To prepare students for the text and make it accessible

First, present the Ss with the questions in Ex 2, pg 32. Give them 30 seconds to read each question and understand what it asks for. Then, instruct Ss that they're going to read a text for gist, searching for the answers to the questions they've just read. Present the text on pg 32 face down. Tell them they have 30 seconds to complete the gist reading task. Turn text over and begin. Check answers with group. Get FB and clarify.

While-Reading/Listening #1 (4-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give Ss two minutes to fully read the text. Next, Ss will listen to a track and match it with the appropriate podcast.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Present Ss with the questions in Ex 3B pg 33. Give them time to read Qs. Ss will listen again for the details to answer these questions. After listening and answering Qs individually, Ss get into new groups of 5 to discuss their answers. Following this, give each group the text to check their answers.

Grammar Focus (13-14 minutes) • to clarify the meaning, form and pronunciation of the target language

Draw attention to the sentences in Ex 4A from the text. Show on overhead. Have Ss find and underline the verbs. Which ones are simple past/present perfect? Set Ss to task: Ex 4B. #2-4. Get FB from WC. Highlight the meaning of present perfect: actions completed in the past that don't have a specific time element. Show time expressions from Ex 4C on Overhead. Which ones are past/present/future? Of the past time expressions, which ones are specific/non-specific? Which ones could we use with present perfect? FORM: positive: S + has/have + V3 negative: S + has/have + not (hasn't/haven't) + V3 questions: Has/have + S + V3 answers: Yes, S + has/have No, S + hasn't/haven't

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Present Ss with Ex 5. Working as individuals, Ss must conjugate the verb correctly. Check in pairs. Monitor and give FB.

Semi-Controlled Practice (3-5 minutes) • To use the TL in a semi-controlled situation

Using the vocab box from EX 1B, pg 32, have Ss talk with their partners using the TL using the vocab box as a prompt.

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